School readineSS: diScUSSion coStS
School readiness: Universal Pre-kindergarten prepares children for productive lives
November 2008
A Policy Brief by the Center for State Innovation
Discussion
About CSI
Many children do not get the physical, social and educational nourishment they need before enrolling in kindergarten. As a result, achieving success in school is much harder and every aspect of life that follows from having a good education is negatively affected.
The Center for State Innovation (CSI) believes every state can achieve shared prosperity, environmental sustainability, and efficient democratic government. We offer evidence-based, outcome-measured, fiscally prudent strategies for doing so.
Pre-kindergarten (Pre-K) programs make a big difference. Children’s brains are wired in the early years of life and the skills that children learn—or do not learn—in the years before school start greatly impact both success in school and later in life. Universal Pre-K programs encourage early childhood development (ECD) by providing all pre-school age children with access to high-quality free or affordable pre-school. Pre-K programs are not focused on direct learning. Instead, they use play-based curricula to help children develop the physical, social, and learning skills they need to succeed in school. It has been well documented that ECD initiatives positively influence educational achievement, health, employment, and earnings, while decreasing welfare dependency, drug use, and criminal activity. More generally, while many conventional economic development programs do not work or have not yet been shown to work, ECD initiatives are a proven alternative whose long-term benefits—both financial and social—far exceed the costs of implementation.
A non-partisan, not-for-profit institution, CSI provides many types of assistance to state executives interested in implementing progressive policies. To learn about CSI’s Policy Briefings, Strategy Academies, and other services offered at no cost, visit www.stateinnovation.org.
Most ECD programs still explicitly target low-income families, but a growing number of states have begun to adopt universal Pre-K programs for all three and four-year olds. This universal approach avoids the bureaucratic inefficiencies and costs that come with verifying who is poor enough to qualify, preventing eligibility fraud and error, and turning away the non-poor. It also prevents class-based stigma from attaching to an important ECD initiative and builds support from middle-class parents. Finally, not only do universal Pre-K programs cover more children, but the integration of children from diverse economic backgrounds helps all children irrespective of economic background.
Costs The cost of implementing universal Pre-K would obviously vary from state to state. However, best estimates indicate that, on average, a universal Pre-K program would constitute less than 3 percent of a state’s expenditures for a given year. The Institute for Women’s Policy Research has created a step-by-step guide for calculating the costs of universal Pre-K programs in individual states. Estimates for specific states are also available through the Economic Policy Institute. Though general revenues are the primary source of funding for Pre-K programs, many states have begun to use gaming revenues, tobacco settlement money, and “sin” taxes as dedicated supplements to more traditional funding methods.
1180 Observatory Drive • Madison, WI 53706 608.890.2400 • www.stateinnovation.org
school readiness: universal pre-kindergarten prepares children for productive lives
2 November 2008
States are not necessarily forced to foot the bill alone; limited federal resources are also available. Federal funds are available for the development of universal Pre-K programs through the Child Care and Development Fund (CCDF) and the Temporary Assistance for Needy Families Block Grant (TANF). Funding through these sources is limited, however, and these programs are exceptionally complex, making it difficult for states to access what funds are available. Research shows that Pre-K programs improve educational outcomes, increase employment and earnings (and state tax revenues), and reduce drug use and crime. Over time, the extra cost of expanding Pre-K programs is more than offset by dollar savings over the long run.
Universal Pre-K Facts •
The annual benefits of a national universal Pre-K program, in purely budgetary terms, would exceed annual program costs within 17 years of implementation.
•
By 2050, the budgetary benefits of a national program would exceed program costs by a ratio of 2 to 1.
•
The overall annual benefits of a national universal Pre-K program would exceed annual costs within 9 years of implementation.
•
By 2050, the overall benefits of a national universal Pre-K program due to budget savings, increased earnings, and reduced crime would exceed costs by a ratio of 8.2 to 1. Source: Pre-K Now
Public Perception
A recent effort to fund universal Pre-K programs in California, however, suggests that the level of public support may depend on the way in which the issue is framed. In 2006, support for California’s Proposition 82, which would have provided for universal preschool by taxing individuals who make over $400,000 and couples who make over $800,000, dropped dramatically over the course of less than a year. The Century Foundation reports that nearly two-thirds of voters said they were in favor of Proposition 82 in January, yet only 39 percent of voters supported Proposition 82 by the time they cast their ballots in June. As part of their campaign against the measure, opponents raised the following concerns:
CHART
Importance of Expansion and Improvement of Universal Pre-K Education 60 50 40 Percent
Public opinion polling shows that there is significant public support for universal Pre-K. In a 2007 Democracy Corps poll, 50 percent of Americans reported that it was very important to them that the presidential candidate they support favor expanding and improving voluntary universal pre-school and improving Head Start so all children arrive at school ready to learn (See Chart). Polling also shows that, in general, there is substantial public support for universal preschool. A 2008 Hart Research/American Viewpoint poll found that 7 out of 10 voters surveyed wanted state and local government to provide universal Pre-K. Fifty-six percent of voters also believed that state and local governments need to do more to increase access to affordable Pre-K.
30 20 10 0 V ery
S o m ewhat
Source: 2007 Democracy Corps Poll
No t To o Importance
No t at A ll
No Res p o ns e
school readiness: universal pre-kindergarten prepares children for productive lives
3 November 2008
•
New policies should focus on improving the quality of existing, targeted programs, rather than on expanding those programs or creating new ones.
•
Universal Pre-K would exacerbate the current teachers shortage.
•
Funding for Pre-K would siphon off resources from regular K-12 schools.
•
The talking points in the next section address these objections.
Talking Points Wouldn’t a targeted program be cheaper and more effective? Enrolling more children in Pre-K programs would increase program costs. However, targeted programs incur increased administrative costs and are less effective at meeting school readiness goals due to lower enrollment than universal Pre-K programs. This is true because in a targeted program, parents’ income and assets must be reviewed and verified by a new welfarelike bureaucracy. Because the income of lower-income families often fluctuates, the initial determination of eligiblity must be redetermined at regular intervals, increasing the cost of administration. Some parents will want to enroll their children in the program even if they’re not poor enough, so states will also incur added administrative costs to prevent error and potential fraud. In addition, targeted Pre-K programs experience low enrollment and, therefore, are less effective at meeting school readiness goals. One estimate says that the Head Start program enrolls less than one-half of the eligibile population and that less than a third of the children in poverty—the targeted population—are enrolled. Complicated eligibility requirements and the stigma associated with participation in a targeted program discourage enrollment, resulting in less success in preparing children for school and less cost savings in the future. Targeting ECD programs for the poor has two other significant disadvantages. First, there are a number of children who would benefit from high-quality preschool who are outside the targeted population. Second, low-income students perform better in economically integrated educational settings. Thus, not only would many middle-class students directly benefit from increased access to preschool, but their low-income classmates would make additional gains if educated in an economically diverse environment. Finally, there is the consensus-building argument against targeting. If Pre-K programs are universal in their scope of coverage, more people have a vested interest in fighting to maintain or increase the quality of Pre-K programs. Universal programs are thus both more stable and of higher quality than targeted programs, because the political risks associated with cutting funding for universal Pre-K programs are greater. Won’t a universal Pre-K program lead to a shortage of teachers? Expanding Pre-K programs obviously increases demand for qualified teachers. However, a recent study in Illinois found that this demand can be met by ensuring that teachers receive salaries that reflect their level of training. The challenge is not a shortage of qualified teachers; instead it is the (relatively) simpler problem of a lack of incentives to attract and retain qualified Pre-K teaching staff. Increasing Pre-K teachers’ salaries is a relatively straightforward way to deal with the challenge of Pre-K understaffing.
school readiness: universal pre-kindergarten prepares children for productive lives
4 November 2008
Won’t funding for Pre-K siphon off resources from regular K-12 schools? Maybe. But increased funding for Pre-K programs does not have to come from budgets for K-12 schools. Pre-K funding could come from other budgets, for example, as part of a package to strengthen urban areas by decreasing funding for new roads (which encourage the flight of people and capital from cities) and concentrating resources on other programs. Or states could increase revenues or dedicate existing revenue streams (such as gaming revenues, tobacco settlement money, or “sin” taxes) to fund Pre-K. State governments obviously have to make choices about spending priorities. But the proven return on investing in universal Pre-K programs should make it a priority for every state. In addition, as described above, federal funds are available through the Child Care and Development Fund (CCDF) and the Temporary Assistance for Needy Families Block Grant (TANF), although the limited amounts and complex rules often make this a difficult resource for states to utilize.
Who Else Is Doing It? •
Seven states have laws on the books that provide Pre-K to all four year olds (Florida, Georgia, Maine, Nebraska, Oklahoma, Vermont and Wisconsin). In “The State of Preschool 2007”, National Institute for Early Education Research publication, only Oklahoma, Florida, and Georgia report enrollment rates above 50%. In Maine, Nebraska, Vermont and Wisconsin, access to Pre-K is limited by a combination of factors, including program design, funding levels, and local provider participation.
•
Illinois, Iowa, New York, Louisiana, West Virginia, and District of Columbia have multi-year plans to implement Pre-K for all four year olds. Illinois’ plan includes three year olds as well.
•
Twelve states do not offer a state-funded Pre-K program (Alaska, Hawaii, Idaho, Indiana, Mississippi, Montana, New Hampshire, North Dakota, Rhode Island, South Dakota, Utah, and Wyoming).
•
The remaining states offer targeted Pre-K programs with income-based eligibility requirements.
school readiness: universal pre-kindergarten prepares children for productive lives
5 November 2008
Spotlight on Innovation Louisiana: In 2008, Louisiana became the fourth state with plans to implement universal Pre-K for all students when Governor Bobby Jindal signed SB 286, the Pre-K For All Louisiana Act. The state’s plan will gradually raise the income cap on eligibility for state funded Pre-K, with all students being eligible in 2013. Illinois: In 2006, Illinois created a new preschool program called Preschool for All, with the goal of offering access to preschool for all 3- and 4-year-olds in the state. By 2011, Preschool for All is expected to serve all 3- and 4-year-olds in the state.
What Can You Do? Early childhood development programs are receiving a lot of attention from Governors. The Century Foundation reports that in 2006, 24 governors mentioned early education or Pre-K in their State of the State addresses, calling for a combined increase in new funding of $250 million. As shown by the example of Illinois, states with existing universal Pre-K programs can continue to improve program administration by expanding coverage to new age groups and providing funds to improve program quality. Both the Illinois and Oklahoma Pre-K programs could serve as models for states that have yet to adopt Pre-K legislation.
Resources Policy Reports The Century Foundation • “Promoting School Readiness through Universal Preschool” http://www.tcf.org/list.asp?type=PB&pubid=585 Center for Law and Social Policy • “Financing Universal Pre-Kindergarten: Possibilities and Technical Issues for States in Using Funds Under the Child Care and Development Fund and Temporary Assistance for Needy Families Block Grant” http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/fb/72.pdf Economic Policy Institute • “Enriching Children, Enriching the Nation: Public Investment in High Quality Pre-Kindergarten” http://www.epi.org/content.cfm/book_enriching •
“State fact sheets from Enriching Children, Enriching the Nation” http://www.epi.org/content.cfm/book_enriching_state_facts
EdSource • “Proposition 82: Preschool Education” http://igs.berkeley.edu/library/htUniversalPreschool.html Education Reform • “States Moving to Universal Pre-K?” http://www.ewa.org/library/docs/universal%20prek.pdf_
school readiness: universal pre-kindergarten prepares children for productive lives
6 November 2008
Institute for Women’s Policy Research • “The Price of School Readiness: A Tool for Estimating the Cost of Universal Preschool in the States” http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/fb/72.pdf The National Institute for Early Education Research • The State of Pre-School 2007 http://nieer.org/yearbook/ •
“The Universal vs. Targeted Debate: Should the United States Have Preschool for All?” http://nieer.org/resources/policybriefs/6.pdf
Pre-K Now • “Dollars and Sense: A Review of Economic Analyses of Pre-K” http://www.pewcenteronthestates.org/uploadedFiles/DollarsandSense_May2007.pdf •
“Funding the Future: States’ Approaches to Pre-K Finance” http://www.preknow.org/documents/FundingtheFuture_Feb2006.pdf
•
“Leadership Matters: Governors’ Pre-K Proposals, Fiscal Year 2008” http://www.preknow.org/documents/LeadershipReport_Apr2007.pdf
•
“Votes Count: Legislative Action on Pre-K FY 2009” http://www.preknow.org/documents/LegislativeReport_Sept2008.pdf
RAND • “The Economics of Investing in Universal Pre-K in California” http://www.rand.org/pubs/monographs/2005/RAND_MG349.1.pdf http://www.startingat3.org/ • “Statutes, Regulations and Guidance Documents on State Preschool Program” http://www.startingat3.org/state_laws/statelawsOKdetail.html#toc5 Opinion Polls Democracy Corps and Greenberg Quinlan Rosner Research • Democracy Corps Poll (September, 2007) www.democracycorps.com Peter D. Hart Research Associates and American Viewpoint • “Poll Results: American Voters’ Views on Pre-K and Federal Funding” http://www.preknow.org/media/pressreleases/20080617_Pre-K_Now_poll_release.pdf State Programs Illinois Illinois Education Research Council • “Pipelines and Pools: Meeting the Demand for Early Childhood Teachers in Illinois” http://www.plan4preschool.org/docs/single/pipelines-and-pools-meeting-the-demand-for-early-childhood-teachers-in-illi/
school readiness: universal pre-kindergarten prepares children for productive lives
7 November 2008
Illinois State Board of Education • “Preschool for All: Nurturing Illinois’ Promise: A Primer for Providers” http://www.isbe.state.il.us/earlychi/preschool/preschool_for_all.pdf State Legislation California California Proposition 82 • http://www.sos.ca.gov/elections/vig_06/vig_pdf/entire_82.pdf Florida Florida State Legislature • The 2008 Florida Statutes http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&URL=Ch1002/part05.htm&StatuteYear=2008&Title=%3e2008-%3eChapter%201002-%3ePart%20V Georgia Georgia General Assembly • HB 1288 - Bright From The Start: Georgia’s Office of Early Care and Education http://www.legis.ga.gov/legis/2003_04/search/hb1288.htm Illinois Illinois General Assembly • SB1497 http://www.ilga.gov/legislation/fulltext.asp?GAID=8&SessionID=50&GA=94&DocTypeID=SB&DocNum=1497&LegID=19547&Spec Sess=&Session= Louisiana Louisiana State Legislature • Act No.876 http://www.legis.state.wi.us/statutes/Stat0118.pdf Maine Maine Office of the Revisor of Statutes • Education Part 3: Elementary and Secondary Education Chapter 213: Student Eligibility http://www.mainelegislature.org/legis/statutes/20-A/title20-Asec5201.html Nebraska Nebraska Legislature • Legislative Bill 1256 http://uniweb.legislature.ne.gov/FloorDocs/99/PDF/Final/LB1256.pdf Oklahoma Oklahoma Legislature • Oklahoma Statute 70 Okla. Stat. § 1-114(B) http://webserver1.lsb.state.ok.us/OK_Statutes/CompleteTitles/os70.rtf
school readiness: universal pre-kindergarten prepares children for productive lives
8 November 2008
Vermont The State of Vermont Legislature • An Act Relating to PreKindergarten Education http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2008/acts/ACT062.HTM Wisconsin Wisconsin State Legislature • Wisconsin Statute 118.14 http://www.legis.state.wi.us/statutes/Stat0118.pdf
November 2008
A Policy Brief by the Center for State Innovation
Discussion
About CSI
Many children do not get the physical, social and educational nourishment they need before enrolling in kindergarten. As a result, achieving success in school is much harder and every aspect of life that follows from having a good education is negatively affected.
The Center for State Innovation (CSI) believes every state can achieve shared prosperity, environmental sustainability, and efficient democratic government. We offer evidence-based, outcome-measured, fiscally prudent strategies for doing so.
Pre-kindergarten (Pre-K) programs make a big difference. Children’s brains are wired in the early years of life and the skills that children learn—or do not learn—in the years before school start greatly impact both success in school and later in life. Universal Pre-K programs encourage early childhood development (ECD) by providing all pre-school age children with access to high-quality free or affordable pre-school. Pre-K programs are not focused on direct learning. Instead, they use play-based curricula to help children develop the physical, social, and learning skills they need to succeed in school. It has been well documented that ECD initiatives positively influence educational achievement, health, employment, and earnings, while decreasing welfare dependency, drug use, and criminal activity. More generally, while many conventional economic development programs do not work or have not yet been shown to work, ECD initiatives are a proven alternative whose long-term benefits—both financial and social—far exceed the costs of implementation.
A non-partisan, not-for-profit institution, CSI provides many types of assistance to state executives interested in implementing progressive policies. To learn about CSI’s Policy Briefings, Strategy Academies, and other services offered at no cost, visit www.stateinnovation.org.
Most ECD programs still explicitly target low-income families, but a growing number of states have begun to adopt universal Pre-K programs for all three and four-year olds. This universal approach avoids the bureaucratic inefficiencies and costs that come with verifying who is poor enough to qualify, preventing eligibility fraud and error, and turning away the non-poor. It also prevents class-based stigma from attaching to an important ECD initiative and builds support from middle-class parents. Finally, not only do universal Pre-K programs cover more children, but the integration of children from diverse economic backgrounds helps all children irrespective of economic background.
Costs The cost of implementing universal Pre-K would obviously vary from state to state. However, best estimates indicate that, on average, a universal Pre-K program would constitute less than 3 percent of a state’s expenditures for a given year. The Institute for Women’s Policy Research has created a step-by-step guide for calculating the costs of universal Pre-K programs in individual states. Estimates for specific states are also available through the Economic Policy Institute. Though general revenues are the primary source of funding for Pre-K programs, many states have begun to use gaming revenues, tobacco settlement money, and “sin” taxes as dedicated supplements to more traditional funding methods.
1180 Observatory Drive • Madison, WI 53706 608.890.2400 • www.stateinnovation.org
school readiness: universal pre-kindergarten prepares children for productive lives
2 November 2008
States are not necessarily forced to foot the bill alone; limited federal resources are also available. Federal funds are available for the development of universal Pre-K programs through the Child Care and Development Fund (CCDF) and the Temporary Assistance for Needy Families Block Grant (TANF). Funding through these sources is limited, however, and these programs are exceptionally complex, making it difficult for states to access what funds are available. Research shows that Pre-K programs improve educational outcomes, increase employment and earnings (and state tax revenues), and reduce drug use and crime. Over time, the extra cost of expanding Pre-K programs is more than offset by dollar savings over the long run.
Universal Pre-K Facts •
The annual benefits of a national universal Pre-K program, in purely budgetary terms, would exceed annual program costs within 17 years of implementation.
•
By 2050, the budgetary benefits of a national program would exceed program costs by a ratio of 2 to 1.
•
The overall annual benefits of a national universal Pre-K program would exceed annual costs within 9 years of implementation.
•
By 2050, the overall benefits of a national universal Pre-K program due to budget savings, increased earnings, and reduced crime would exceed costs by a ratio of 8.2 to 1. Source: Pre-K Now
Public Perception
A recent effort to fund universal Pre-K programs in California, however, suggests that the level of public support may depend on the way in which the issue is framed. In 2006, support for California’s Proposition 82, which would have provided for universal preschool by taxing individuals who make over $400,000 and couples who make over $800,000, dropped dramatically over the course of less than a year. The Century Foundation reports that nearly two-thirds of voters said they were in favor of Proposition 82 in January, yet only 39 percent of voters supported Proposition 82 by the time they cast their ballots in June. As part of their campaign against the measure, opponents raised the following concerns:
CHART
Importance of Expansion and Improvement of Universal Pre-K Education 60 50 40 Percent
Public opinion polling shows that there is significant public support for universal Pre-K. In a 2007 Democracy Corps poll, 50 percent of Americans reported that it was very important to them that the presidential candidate they support favor expanding and improving voluntary universal pre-school and improving Head Start so all children arrive at school ready to learn (See Chart). Polling also shows that, in general, there is substantial public support for universal preschool. A 2008 Hart Research/American Viewpoint poll found that 7 out of 10 voters surveyed wanted state and local government to provide universal Pre-K. Fifty-six percent of voters also believed that state and local governments need to do more to increase access to affordable Pre-K.
30 20 10 0 V ery
S o m ewhat
Source: 2007 Democracy Corps Poll
No t To o Importance
No t at A ll
No Res p o ns e
school readiness: universal pre-kindergarten prepares children for productive lives
3 November 2008
•
New policies should focus on improving the quality of existing, targeted programs, rather than on expanding those programs or creating new ones.
•
Universal Pre-K would exacerbate the current teachers shortage.
•
Funding for Pre-K would siphon off resources from regular K-12 schools.
•
The talking points in the next section address these objections.
Talking Points Wouldn’t a targeted program be cheaper and more effective? Enrolling more children in Pre-K programs would increase program costs. However, targeted programs incur increased administrative costs and are less effective at meeting school readiness goals due to lower enrollment than universal Pre-K programs. This is true because in a targeted program, parents’ income and assets must be reviewed and verified by a new welfarelike bureaucracy. Because the income of lower-income families often fluctuates, the initial determination of eligiblity must be redetermined at regular intervals, increasing the cost of administration. Some parents will want to enroll their children in the program even if they’re not poor enough, so states will also incur added administrative costs to prevent error and potential fraud. In addition, targeted Pre-K programs experience low enrollment and, therefore, are less effective at meeting school readiness goals. One estimate says that the Head Start program enrolls less than one-half of the eligibile population and that less than a third of the children in poverty—the targeted population—are enrolled. Complicated eligibility requirements and the stigma associated with participation in a targeted program discourage enrollment, resulting in less success in preparing children for school and less cost savings in the future. Targeting ECD programs for the poor has two other significant disadvantages. First, there are a number of children who would benefit from high-quality preschool who are outside the targeted population. Second, low-income students perform better in economically integrated educational settings. Thus, not only would many middle-class students directly benefit from increased access to preschool, but their low-income classmates would make additional gains if educated in an economically diverse environment. Finally, there is the consensus-building argument against targeting. If Pre-K programs are universal in their scope of coverage, more people have a vested interest in fighting to maintain or increase the quality of Pre-K programs. Universal programs are thus both more stable and of higher quality than targeted programs, because the political risks associated with cutting funding for universal Pre-K programs are greater. Won’t a universal Pre-K program lead to a shortage of teachers? Expanding Pre-K programs obviously increases demand for qualified teachers. However, a recent study in Illinois found that this demand can be met by ensuring that teachers receive salaries that reflect their level of training. The challenge is not a shortage of qualified teachers; instead it is the (relatively) simpler problem of a lack of incentives to attract and retain qualified Pre-K teaching staff. Increasing Pre-K teachers’ salaries is a relatively straightforward way to deal with the challenge of Pre-K understaffing.
school readiness: universal pre-kindergarten prepares children for productive lives
4 November 2008
Won’t funding for Pre-K siphon off resources from regular K-12 schools? Maybe. But increased funding for Pre-K programs does not have to come from budgets for K-12 schools. Pre-K funding could come from other budgets, for example, as part of a package to strengthen urban areas by decreasing funding for new roads (which encourage the flight of people and capital from cities) and concentrating resources on other programs. Or states could increase revenues or dedicate existing revenue streams (such as gaming revenues, tobacco settlement money, or “sin” taxes) to fund Pre-K. State governments obviously have to make choices about spending priorities. But the proven return on investing in universal Pre-K programs should make it a priority for every state. In addition, as described above, federal funds are available through the Child Care and Development Fund (CCDF) and the Temporary Assistance for Needy Families Block Grant (TANF), although the limited amounts and complex rules often make this a difficult resource for states to utilize.
Who Else Is Doing It? •
Seven states have laws on the books that provide Pre-K to all four year olds (Florida, Georgia, Maine, Nebraska, Oklahoma, Vermont and Wisconsin). In “The State of Preschool 2007”, National Institute for Early Education Research publication, only Oklahoma, Florida, and Georgia report enrollment rates above 50%. In Maine, Nebraska, Vermont and Wisconsin, access to Pre-K is limited by a combination of factors, including program design, funding levels, and local provider participation.
•
Illinois, Iowa, New York, Louisiana, West Virginia, and District of Columbia have multi-year plans to implement Pre-K for all four year olds. Illinois’ plan includes three year olds as well.
•
Twelve states do not offer a state-funded Pre-K program (Alaska, Hawaii, Idaho, Indiana, Mississippi, Montana, New Hampshire, North Dakota, Rhode Island, South Dakota, Utah, and Wyoming).
•
The remaining states offer targeted Pre-K programs with income-based eligibility requirements.
school readiness: universal pre-kindergarten prepares children for productive lives
5 November 2008
Spotlight on Innovation Louisiana: In 2008, Louisiana became the fourth state with plans to implement universal Pre-K for all students when Governor Bobby Jindal signed SB 286, the Pre-K For All Louisiana Act. The state’s plan will gradually raise the income cap on eligibility for state funded Pre-K, with all students being eligible in 2013. Illinois: In 2006, Illinois created a new preschool program called Preschool for All, with the goal of offering access to preschool for all 3- and 4-year-olds in the state. By 2011, Preschool for All is expected to serve all 3- and 4-year-olds in the state.
What Can You Do? Early childhood development programs are receiving a lot of attention from Governors. The Century Foundation reports that in 2006, 24 governors mentioned early education or Pre-K in their State of the State addresses, calling for a combined increase in new funding of $250 million. As shown by the example of Illinois, states with existing universal Pre-K programs can continue to improve program administration by expanding coverage to new age groups and providing funds to improve program quality. Both the Illinois and Oklahoma Pre-K programs could serve as models for states that have yet to adopt Pre-K legislation.
Resources Policy Reports The Century Foundation • “Promoting School Readiness through Universal Preschool” http://www.tcf.org/list.asp?type=PB&pubid=585 Center for Law and Social Policy • “Financing Universal Pre-Kindergarten: Possibilities and Technical Issues for States in Using Funds Under the Child Care and Development Fund and Temporary Assistance for Needy Families Block Grant” http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/fb/72.pdf Economic Policy Institute • “Enriching Children, Enriching the Nation: Public Investment in High Quality Pre-Kindergarten” http://www.epi.org/content.cfm/book_enriching •
“State fact sheets from Enriching Children, Enriching the Nation” http://www.epi.org/content.cfm/book_enriching_state_facts
EdSource • “Proposition 82: Preschool Education” http://igs.berkeley.edu/library/htUniversalPreschool.html Education Reform • “States Moving to Universal Pre-K?” http://www.ewa.org/library/docs/universal%20prek.pdf_
school readiness: universal pre-kindergarten prepares children for productive lives
6 November 2008
Institute for Women’s Policy Research • “The Price of School Readiness: A Tool for Estimating the Cost of Universal Preschool in the States” http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/fb/72.pdf The National Institute for Early Education Research • The State of Pre-School 2007 http://nieer.org/yearbook/ •
“The Universal vs. Targeted Debate: Should the United States Have Preschool for All?” http://nieer.org/resources/policybriefs/6.pdf
Pre-K Now • “Dollars and Sense: A Review of Economic Analyses of Pre-K” http://www.pewcenteronthestates.org/uploadedFiles/DollarsandSense_May2007.pdf •
“Funding the Future: States’ Approaches to Pre-K Finance” http://www.preknow.org/documents/FundingtheFuture_Feb2006.pdf
•
“Leadership Matters: Governors’ Pre-K Proposals, Fiscal Year 2008” http://www.preknow.org/documents/LeadershipReport_Apr2007.pdf
•
“Votes Count: Legislative Action on Pre-K FY 2009” http://www.preknow.org/documents/LegislativeReport_Sept2008.pdf
RAND • “The Economics of Investing in Universal Pre-K in California” http://www.rand.org/pubs/monographs/2005/RAND_MG349.1.pdf http://www.startingat3.org/ • “Statutes, Regulations and Guidance Documents on State Preschool Program” http://www.startingat3.org/state_laws/statelawsOKdetail.html#toc5 Opinion Polls Democracy Corps and Greenberg Quinlan Rosner Research • Democracy Corps Poll (September, 2007) www.democracycorps.com Peter D. Hart Research Associates and American Viewpoint • “Poll Results: American Voters’ Views on Pre-K and Federal Funding” http://www.preknow.org/media/pressreleases/20080617_Pre-K_Now_poll_release.pdf State Programs Illinois Illinois Education Research Council • “Pipelines and Pools: Meeting the Demand for Early Childhood Teachers in Illinois” http://www.plan4preschool.org/docs/single/pipelines-and-pools-meeting-the-demand-for-early-childhood-teachers-in-illi/
school readiness: universal pre-kindergarten prepares children for productive lives
7 November 2008
Illinois State Board of Education • “Preschool for All: Nurturing Illinois’ Promise: A Primer for Providers” http://www.isbe.state.il.us/earlychi/preschool/preschool_for_all.pdf State Legislation California California Proposition 82 • http://www.sos.ca.gov/elections/vig_06/vig_pdf/entire_82.pdf Florida Florida State Legislature • The 2008 Florida Statutes http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&URL=Ch1002/part05.htm&StatuteYear=2008&Title=%3e2008-%3eChapter%201002-%3ePart%20V Georgia Georgia General Assembly • HB 1288 - Bright From The Start: Georgia’s Office of Early Care and Education http://www.legis.ga.gov/legis/2003_04/search/hb1288.htm Illinois Illinois General Assembly • SB1497 http://www.ilga.gov/legislation/fulltext.asp?GAID=8&SessionID=50&GA=94&DocTypeID=SB&DocNum=1497&LegID=19547&Spec Sess=&Session= Louisiana Louisiana State Legislature • Act No.876 http://www.legis.state.wi.us/statutes/Stat0118.pdf Maine Maine Office of the Revisor of Statutes • Education Part 3: Elementary and Secondary Education Chapter 213: Student Eligibility http://www.mainelegislature.org/legis/statutes/20-A/title20-Asec5201.html Nebraska Nebraska Legislature • Legislative Bill 1256 http://uniweb.legislature.ne.gov/FloorDocs/99/PDF/Final/LB1256.pdf Oklahoma Oklahoma Legislature • Oklahoma Statute 70 Okla. Stat. § 1-114(B) http://webserver1.lsb.state.ok.us/OK_Statutes/CompleteTitles/os70.rtf
school readiness: universal pre-kindergarten prepares children for productive lives
8 November 2008
Vermont The State of Vermont Legislature • An Act Relating to PreKindergarten Education http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2008/acts/ACT062.HTM Wisconsin Wisconsin State Legislature • Wisconsin Statute 118.14 http://www.legis.state.wi.us/statutes/Stat0118.pdf
